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Resource Capacity Domain

Standard 3 banner

The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

INDICATORS

3.1 The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

Sel-Assessment: Level 2 

Curriculum and learning experiences in each course/class provide most students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills. There is little evidence to indicate curriculum and learning experiences prepare students for success at the next level. Most like courses/classes have equivalent learning expectations. Little individualization for each student is evident. 

Evidences:

  1. Course Descriptions & Learning Expectations (Curriculum Guides, Maps, Scope & Sequence, etc.)
  2. Course Schedules
  3. Descriptions of Instructional Techniques
  4. Lesson Plans
  5. Survey Results AdvancED
  6. ISR Assessment Handbook
  7. ISR Rubrics​
  8. Student Work Samples
  9. Literacy Data Sheets
  10. High School Admission Test Results
  11. Student Grades Report Card​
  12. Students Personal Learning Plans (PLP)​

3.2 Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

Self-Assessment: Level 3

Using data from student assessments and an examination of professional practice, school personnel monitor and adjust curriculum, instruction, and assessment to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose. There is a process in place to ensure alignment each time curriculum, instruction, and/or assessments are reviewed or revised. The continuous improvement process ensures that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction, and assessment. 

  1. Description of the systematic review process for curriculum, instruction, and assessment
  2. Curriculum Guides
  3. Curriculum Writing Process
  4. Lesson Plans Aligned to the Curriculum
  5. Products - Scope and Sequence, Curriculum Maps
  6. Standard-based Report Cards
  7. Survey Results AdvancED
  8. ISR Strategic Management Plan
  9. ISR Assessment Handbook
  10. Universal Screeners Calendar

3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.

Self-Assessment: Level 2 

Teachers sometimes use instructional strategies that require student collaboration and self ‐reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of groups of students when necessary. Teachers sometimes use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools.

Evidences:

  1. Agenda items addressing instructional strategies
  2. Authentic Assessments
  3. Examples of student use of technology as a learning tool
  4. Examples of teacher use of technology as and instructional resource​
  5. Findings from supervisor walk-thrus and observations​
  6. Interdisciplinary Projects ​
  7. Professional Development focused on instructional strategies
  8. Student work demonstrating the application of knowledge​
  9. Survey Results AdvancED
  10. Teacher Evaluation Criteria​
  11. Common Instructional Strategies
  12. Data Cycle and Action Plans
  13. Critical Thinking 2013-15 presentation
  14. Students Personal Learning Plans (PLP)
  15. Professional Development Plan
  16. Lesson Plans

3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

Level 3 - School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning, and 4) use content specific standards of professional practice. 

  1. Administrative classroom observation protocols and logs
  2. Curriculum Maps
  3. Documentation of collection of lesson plans and grade books​
  4. Examples of improvement to instructional practices resulting form the evaluation process​
  5. Peer or mentoring opportunities and interactions
  6. Recognition of teachers with regards to instructional strategies
  7. Supervision and Evaluation Procedures
  8. Survery Results AdvancED

3.5 Teachers participate in collaborative learning communities to improve instruction and student learning.

Self-Assessment: Level 3 

All members of the school staff participate in collaborative learning communities that meet both informally and formally. Collaboration often occurs across grade levels and content areas. Staff members have been trained to implement a formal process that promotes discussion about student learning. Learning, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching occur regularly among most school personnel. School personnel indicate that collaboration causes improvement results in instructional practice and student performance. 

  1. Agendas and minutes of collaborative learning committees
  2. Calendar /schedule learning community meetings
  3. Examples of cross curricular projects, interdisciplinary instruction and classroom action research project
  4. Examples of improvements to content and instructional practice resulting from collaboration
  5. Survey results AdvancED

3.6 Teachers implement the school’s instructional process in support of student learning.

Self-Assessment Level 2 

Most teachers use an instructional process that informs students of learning expectations and standards of performance. Exemplars are sometimes provided to guide and inform students. The process may include multiple measures, including formative assessments, to inform the ongoing modification of instruction. The process provides students with feedback about their learning. 

Evidences:

  1. Examples of Learning Expectations and Standards of Performance
  2. Samples of exemplars used to guide and inform student learning
  3. Survey results AdvancED
  4. Skyward formative and summative assessments (gradebook)
  5. Action Plans Based on Data Collected Data Sheets
  6. Lesson Plan with GANAG framework
  7. Feedback Procedure
  8. Walkthrough Observation Tool

3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.

Level 2 - Some school personnel are engaged in mentoring, coaching, and induction programs that are consistent with the school’s values and beliefs about teaching, learning, and the conditions that support learning. These programs set expectations for school personnel. 

  1. Descriptions and schedules of mentoring, coaching, and induction programs with references to school beliefs and values about teaching and learning
  2. Personnel manuals with information related to new hires including mentoring, coaching and induction practices
  3. Records of meetings and walkthroughs/ feedback sessions
  4. Survey results AdvancED

3.8 The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.

Self-Assessment: Level 4

Programs that engage families in meaningful ways in their children’s education are designed, implemented, and evaluated. Families have multiple ways of staying informed of their children’s learning process. 

Evidences:

  1. Calendar outlining when and how families are provided information on child's progress
  2. List of varied activities and communications modes with families (ie: portal info, online, newsletters, parent centers, academic nights, open house, etc.)
  3. Parental/family/caregiver involvement plan including activities, timeframes, and evaluation process
  4. Survey resutls AdvancED
  5. Volunteer program with variety of options for participation

3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience.

Self-Assessment: Level 3 

School personnel participate in a structure that gives them long -t erm interaction with individual students, allowing them to build strong relationships over time with the student. All students m ay participate in the structure. The structure allows the school employee to gain insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills, and life skills. 

Evidences:

  1. Curriculum and activities of formal adult advocate structure
  2. Description of formal adult advocate structures
  3. List of students matched to adult advocate
  4. Master schedule withtime for formal adult advocate structure
  5. Survey Results AdvancED

3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.

Self-Assessment: Level 2 

Most teachers use common grading and reporting policies, processes and procedures based on criteria that represent each student’s attainment of content knowledge and skills. These policies, processes and procedures are implemented across grade levels and courses. Most stakeholders are aware of the policies, processes, and procedures. The policies, processes, and procedures may or may not be evaluated. 

Evidences:

  1. Evaluation Process for Grading and Reporting Practices
  2. Policies, Processes, and Procedures on Grading and Reporting
  3. Sample Communications to Stakeholders about Grading and Reporting
  4. Sample Report Cards for Each Grade Level and for All Courses
  5. Survey Results AdvancED

3.11 All staff members participate in a continuous program of professional learning.

Self-Assessment: Level 3 

All staff members participate in a continuous program of professional learning development is based on assessment of needs of the school. The program builds capacity among all professional and support staff. The program is systematically valuated for effectiveness in improving instruction, student learning, and the conditions that support learning.

  1. Brief Explanation of Alignment between Professional Learning and Identified Needs
  2. Crosswalk between Professional learning and School Purpose and Direction
  3. Evaluation Tools for Professional Learning
  4. Survey Results AdvancED
  5. Professional Development Documents

3.12 The school provides and coordinates learning support services to meet the unique learning needs of students.

Self-Assessment: Level 2 

School personnel use data to identify unique learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages). School personnel are familiar with research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to students within these special populations.

Evidences:

  1. Data Used to Identify Unique Learning Needs of Students​:
  2. List of Learning Support Services and Student Population Served by Such Services:
  3. Survey Results - Brand, New Teachers​

 

Standard 3 - Presentation and Video  

 

School improvement - standard 3 presentation cover